Examining collaborative learning modalities (CLM): critical multicultural education online?

Abstract

PurposeThe purpose of this paper is to contribute to a very difficult, yet all important and ongoing research question – how do we best use online collaborative learning modalities (CLM) to supplement conversations in multicultural education courses?Design/methodology/approachThis qualitative study examined emergent themes in asynchronous threaded discussions created by 23 students within a Master's level multicultural education course at a large land‐grant university in the USA.FindingsEngagement in threaded discussions fostered student understanding of a systems perspective of social realities. Power, privilege, and oppression related to race, gender, and economics in the USA were explored through student use of real world, concrete examples – something that does not always occur in face‐to‐face classroom encounters constrained by time and the pacing of curriculum.Research limitations/implicationsResearchers would like to see more empirical research in using technologically mediated, CLM to foster conversations surrounding power, oppression, and privilege in efforts to advance the pedagogies of critical multicultural education.Practical implicationsUsing threaded discussions seems to be a promising practice in teaching critical multicultural education content.Social implicationsThis research project provides understanding of how CLM can help establish systems perspectives – perspectives critical to multicultural education.Originality/valueThis paper advances the conversation related to promising practices in multicultural education. Scarce empirical research exists related to critical approaches to multicultural education online.

Real or Ideal? A Narrative Literature Review Addressing White Privilege in Teacher Education

“…Of these six, Kaufman and Hines (2010) and Page (2010) specifically explained their goals of having participants connect systemic inequities with race-based privilege in their multicultural education classes. Four (15.4%) other research teams (Brantmeier, Aragon, & Folkestad, 2011; Fierros, 2009; Galman, Pica-Smith, & Rosenberger, 2010; Glenn, 2012) explicitly stated course goals of having students make connections between White privilege and systemic inequities but failed to report whether those connections were made.…”

“…To operationalize the tenets of CRT, four (15.4%) research teams addressed the social construction of Whiteness using either the term “Whiteness as property” (e.g., Brantmeier et al, 2011; Fasching-Varner, 2013) or “racial positioning” (e.g., Kaufman & Hines, 2010; Marx, 2004). One team (Allan & Estler, 2005) explained their analysis was informed by “the relatively recent body of scholarship related to the social construction of whiteness and identity” (p. 212).…”

“…Brantmeier et al (2011) investigated online collaborative learning modalities (CLM) used to augment discussions in a MCE. Idealist strategies were used by developing course content that included the examination of current political issues such as affirmative action with objectives of having students introspectively examine their social identity.…”

“…Idealist strategies were used by developing course content that included the examination of current political issues such as affirmative action with objectives of having students introspectively examine their social identity. Brantmeier et al (2011) found engagement in the CLM forums resulted in participants’ understanding of a “systems reality” in which they realized they were controlled by larger power structures (p. 5). Coded as idealist implications, the authors recommended the use of CLM forums for students to develop ideas of privilege.…”

Does digital curricula matter? An examination of online versus traditional multicultural education course delivery

“…In the fall of 2014, estimates suggest that 28.5%, or approximately six million, degree seeking college students participated in online instruction (U.S. Department of Education, 2016.) However, as the instructional medium changes, many scholars posit that the quality of the instruction and the integrity of course content can get "lost in transition" (Brantmeier, Aragon, & Folkestad, 2011;Brown, 2013). This is especially challenging in mandatory courses in race and ethnic studies.…”